Instructional Leadership

Deborah L. Morgan

Vision of the School Community

Tomorrow Starts Here!

Mission of the School Community

To Produce Educated, Responsible Citizens Equipped
with the Skills Necessary for Success in an EverChanging, Highly Diverse, Technological World
through a Committed Partnership with Staff, Parents
and Community.

Vision of the Director of the

Office for Exceptional Children
To develop a comprehensive program for identified
students to meet both the educational and
social/emotional needs of students including
incorporation of acceleration plans and highly rated
effect sizes so students growth is at their maximum
level.

Problem Statement
The very strengths and characteristics of gifted
children often result in associated problems,
particularly in social and emotional areas. Devries, A.
R. and Webb, J. T. Gifted Parent Groups: The SENG
Model, 2nd Edition. 2007. Great Potential Press, Inc. AZ.
Therefore, how might parents, teachers, and
counselors guide children who are gifted to manage
their social and emotional needs?

Significance of the Problem

Perhaps one Chardon parent said it best in the
following statement, in response to the question, Is it
important to have specially trained staff working with
children who are gifted?
It seems to me, this is important. While all gifted
children are different, I think they experience life
differently than their peers. I feel a person trained
could pull the best out of my child while at the same
time, not feeding into the pressure he puts on himself.
I think they would understand my child better.
Anonymous parent.

Alignment to the District Mission

and Vision of the Director of OEC
The district mission includes producing citizens with the
skills necessary for success (I believe that affective well
adjustment has an impact on ones ability to be successful)
through a committed partnership of staff, parents, and
community. (The engagement of these stakeholders is
important in positively impacting the social and emotional
issues which children who are gifted face).
The vision of the Director of OEC includes meeting the
social and emotional needs of children who are identified
as gifted.

School and Community Demographics

Chardon Local Schools is located 30 miles east of Cleveland, in the small city of
Chardon, Ohio (with a population of 5,000), Geauga County, Northeast Ohio.
Chardon has been recognized in the top five of Ohios Best Towns by Ohio
Magazine. The city of Chardon is located in the center of the maple syrup
industry. Every April the city hosts The Geauga County Maple Festival. It is
also located in the center of the states primary snow belt. This past year
Chardon recorded 141 inches of snow. Chardon is home to a mix of commercial
industries. Its central park square with surrounding businesses highlights the
towns New England pioneer roots. Institutions of higher education located
near to Chardon include Kent State University Geauga campus, Lake Erie
College, and Lakeland Community College.
Chardon Schools serve the residents of 90 square miles, including the city of
Chardon; the townships of Chardon, Hambden and Munson; parts of Claridon
Township and Aquilla Village.
The district houses four elementary schools which serve students in grades K
5, one middle school which serves students in grades 6-8, and one high school
which serves students in grades 9- 12. Chardon Middle School was designated a
National Blue Ribbon school, and two of the elementary buildings have been
chosen as Ohio Hall of Fame Schools. The high school offers accelerated,
honors, and AP courses.
http://www.chardon.k12.oh.us/StudentAchievement.aspx

Dynamics of the School Community

The district received an EXCELLENT rating for the 14th
consecutive year on the Local Report Card.
Per pupil expenditure as of March 2012: $10,297
Certificated employees:
198
Average teacher salary:
$58,052
Average years experience:
15.34

From 12-13 LRC data:

Masters degree:
Enrollment (ADM)

77.6%
2,884

Dynamics of Gifted Education

Chardon Schools has a large population of children who are
identified as gifted. As of August, 26, 2013 Chardon ranked 16 of
all schools in Ohio on the Gifted Ranking list. That report
indicated that Chardon Schools served 515 of its 561 students
who were identified as gifted.
This past year, the gifted program for students in grades 3-5 went
through a shift in service model. The prior service model
included a pull out program which had been served by a licensed
Gifted Intervention Specialist. This current year, gifted students
were served through differentiation of instruction by the regular
classroom teachers. Next school year, gifted students in grades
4-5 will be served through a self-contained multi-age program
taught by a Gifted Intervention Specialist, and will be housed in
one of the elementary schools.

Take Away from Visitation to

Several Unique Schools in Ohio
International Institute, Akron. Adults need instruction to
acclimate to their familys reality.
Hershey Montessori School, Huntsburg. Many of the
students reside here making it their home. Promotes
responsibility as jobs are performed by the kids.
Our Lady of the Elms Parochial School, Akron.
A school for girls only, serving grades K-8. Increased
opportunity for leadership which builds confidence.
Promotes camaraderie/ team building.
Waldorf School, Copley. Incorporates creativity through
visual and performing arts.
-There are many varied models to learning. Viewing these
schools helps me consider creative possibilities and ways to
better impact learning.

Research that provides the Basis

for the Proposed Solutions
Advanced intellectual ability causes the gifted
individual to perceive more information during his
interactions, and this affects the intensity of the
emotions created: more information perceived, more
grist for the interpretation mill. This applies to both
negative and positive emotions. Webb, J.T., (2007) A
Parents Guide to Gifted Children. P. 60. Great
Potential Press, Inc. AZ.

Impact of Local Policies on the Development and

Facilitation of the Solutions
Goals: TSW use creative and critical thinking skills for
problem solving; TSW apply the creative problem
solving process; TSW demonstrate appropriate
decision-making skills; TSW cultivate self-directed
learning; TSW actively participate in group activities.
District Procedures for the Identification of and
Services for Students Who Are Gifted. June 2014.

Impact of State Policies on the Development and

Facilitation of the Solutions
Coordinators of gifted education may provide the following services for
school districts:
Assist school personnel in the on-going evaluation of the effectiveness
of gifted education services, including input from parents of students
who are gifted;
Communicate with parents and others about the characteristics and
educational needs of gifted students; Consult with school personnel
about ways to develop and adapt curriculum, materials, and teaching
strategies; Coordinate services such as mentorship, special seminars,
independent studies, career explorations, visual and/or performing arts
experiences; Develop curriculum and staff development activities and
provide teaching demonstrations to model appropriate teaching
practices or classroom management strategies. However, coordinators
shall not be assigned to regular scheduled teaching duties; and Serve as
a liaison among students who are gifted, school personnel, parents,
community members, colleges and universities, industry, business and
cultural institutions and other interested publics.(2008) Operating
Standards for Identifying and Serving Gifted Students. p. 12-13. Ohio
Administrative Code 3301-51-15.

Impact of Federal Policies on the Development

and Facilitation of the Solutions
Gifted education programming must establish a plan
to recognize and nurture the unique socio-emotional
development of gifted learners. Delisle, J. and
Galbraith, J. (2002) ( What to Aim For; Gifted Program
Standards for Socio-Emotional Guidance and
Counseling. National Association for Gifted Children.
When Gifted Kids Dont Have All the Answers. How to
Meet Their Social and Emotional Needs. p. 100. free
spirit Publishing.

On Gifted Services
Gifted services may include Guidance services received
from a guidance counselor and/or a guidance program
specifically designed to meet the social and emotional
needs of gifted children, including making academic
and career choices. p.9. (2008) Gifted Operating
Standards.

Research and Data that Provide the Basis

Proposed Solution #1
The Research:
Parents need information, support, and guidance
about gifted children and their characteristics in ways
that will allow them to enhance- not thwart- the
development of their childrens intellectual and
emotional potential. Devries, A.R.; Webb, J. T. p.5.

The Data
Surveys returned by 19/90 parents:
Parents should be given information when their child
is identified as gifted to what behaviors their child may
exhibit and how to best address these issues.
Surveys returned by 27/ 100 teachers/staff:
As the parent of two children who were identified as
gifted in the elementary, I know that gifted students
can be as different as night and day, however they have
unique social and emotional needs. I believe it is
important to meet those needs.

The Data continued

From Parent Surveys:
Highest ranked topics they would like to learn more about:
1.Stress
2.Perfectionism
3.Pressure
4.Fear of Failure
5.Sibling Rivalry
5.Relationships
Other topics of interest: Frustration, Intensity,
Asynchronous Development, Oversensitivity, Feeling
different, Underachievement, Isolation,
Unhappiness/Depression

Solution #1:
for Parents/Guardians and Adult Family Members
SENG (Supporting Emotional Needs of Gifted) Model Parent Group
As a trained facilitator, I will provide a program which meets for 90
minutes weekly across eight weeks. This program will give parents, of
children identified as gifted, the opportunity to interact and learn from
one another. These parents will be able to develop skills to nurture the
emotional development of their children.
We will use James T. Webbs A Parents Guide to Gifted Children, as the
primary source on which discussion will be based. Parents will read one
chapter per week on a different topic. *See list of topics.* Then they will
reflect on what they read and discuss thoughts, ideas and reflect on
suggested strategies. They will have an exit slip to be able to give
feedback on that session. I will also give them homework of trying one
or two specific approaches that they will try as a result of that sessions
discussion. At the beginning of the next session we will discuss results
of strategies that were tried during the previous week.
Some logistics: I will accept not more than ten families so as to keep
the group at 20 total people or less. We will sit in a circle of chairs,
removing any structural barriers which might impede discussion.

How this Solution is Aimed at

Enhancing Student Learning
This solution will enhance student learning as parents
learn strategies and skills to help guide their children
in addressing their social and emotional needs. By
positively impacting their social well being.. (this will
allow them to reach their full learning potential in
academic areas)

Research that Supports this Solution

Parents of children with high intellectual
potential have a particular need to communicate with
other parents of gifted children so that they can share
their similar parenting experiences in an
understanding manner. Devries, A.R.; Webb, J. T. p. 5.

Communicating the Solution

to the Stakeholders
I met with the Director of the Office for Exceptional
Children to share findings and solutions.

For this solution in particular, I will send an invitation

to parents who have children who have been identified
as gifted in the area of Superior Cognitive ability in the
Chardon Local Schools to participate in the SENG
Model Parent Group.

Goals Based on this Solution

Parents/ Guardians/ Adult Family members of
children who are identified as gifted will gain a deeper
understanding of their social and emotional needs and
how to best nurture them.

Accomplishing this Solution

Resources Needed
-A community facility other than the school
environment, so as to keep focus on the discussion
from wandering to school issues
-SENG book
-A lending library of books on topics relating to the
social and emotional needs of gifted children
-Weekly handouts
-weekly exit slips
-weekly homework slips

Alignment of the Solution with the Curriculum

The solution is aligned with the curriculum of the

SENG Model Parent Group program and resources.

See data and research that supports this.

Alignment of Solution with

the Social and Community Needs
The children are vital citizens in the community in
which they reside and engage in various community
outlets and programs. Therefore, their social and
emotional well being has an impact on the lives of
others as well as themselves. Also, parents engage in
the community often with their children. Social and
emotional needs of families impact society as well.

Alignment of Solution with

Current Student Assessments
The social and emotional issues of children who are gifted
may have an impact on assessment results, such as:

Stress
Perfectionism
Frustration
Pressure
Underachievement
Fear of Failure

Aligning Instruction: Benefit to Gifted Students

Aligning Instruction of this solution to the other two
will benefit gifted students, as stakeholders of parents,
teachers and staff and the children themselves will
learn how to best nurture and deal with the social and
emotional needs of children who are gifted.

Support Parents will Need

to Implement this Solution
Parents will need to be able to make time in their schedule
to attend the meetings. I will be mindful of other
obligations that parents have during the week and plan my
schedule accordingly.
I will also secure a facility which is centrally located.
I am only assessing the cost of the book used for the
program, plus an additional $25 to help defray the costs
associated with securing a lending library and weekly
handouts.
I will offer to reduce the cost to just $25 for those needing
assistance. I will also offer the program for free for those
whose children are on free and reduced lunch.
Parents will need encouragement to try out new strategies
relating to the various social and emotional issues that
children who are gifted encounter.

Selecting and Aligning Instructional

Materials with this Solution
I will use the SENG Model Parent Group
recommended books:
Gifted Parent Groups: The SENG Model, 2nd Edition
(Facilitators Handbook)
and
A Parents Guide to Gifted Children
I will also secure a lending library of books and weekly
handouts which are recommended by the SENG
program.

Monitoring the Solution

Parents will complete an exit slip to be able to give
feedback on each weekly session.
Parents will discuss strategies that they used from the
prior weeks discussion to positively impact social and
emotional needs of their children.
They will also complete an evaluation of the program
after the final session.

Supervision Practices/ Instructional Coaching

I have attended training in order to be a certified SENG
Model Parent Group Facilitator. There are only several of us
in the state of Ohio. Ideally, two people facilitate the parent
sessions. So, I will be searching for someone to work along
side of me to offer this program.
Also, the format used for this solution, one where I act as
facilitator and encourage the parents to dialogue is
supported by Bambrick-Santoyo, as he states, defining the
end goal you want adults to reach, and designing activities
that allow people to get there mostly on their own. Driven
by Data. (2010) p. 150.

Curriculum Evaluation
The SENG Model Parent Group program coincides
with the research and data supporting the need for
meeting the social and emotional needs of children
who are gifted.

Research and Data that Provide the Basis

Proposed Solution #2
The Research:
Several strategies will help parents, teachers, and
counselors guide gifted children:
Serve as a clearinghouse for information about gifted
students and share the information and literature
youve found via meetings. (2011) Cross, T.L., on the
Social and Emotional Lives of Gifted Children, Fourth
Edition. Prufrock Press, Inc., TX.

The Data
Surveys from 27 teachers and staff:
Teachers need more training that directly relates to
children they teach. Presenting hypothetical situations
does not impress upon them the needs of these
children. Javits may get teachers aware of these kids
but it does nothing to change opinions of strategies
used with them.
Their gifted teacher should be trained to meet these
needs as well, as I feel that many of the traits I
recognize as unproductive are encouraged in their
gifted classrooms.
https://www.surveymonkey.com/home/

Data continued
From Teacher/Staff Surveys:
Highest ranked topics they would like to learn more about:
1.Perfectionism
2.Underachievement
3.Relationships
4.Stress
5.Fear of Failure
5.Oversensitivity
Other topics of interest: Pressure, Isolation, Frustration,
Feeling different, Unhappiness/Depression, Intensity, Over
excitabilities, Asynchronous Development, Sibling Rivalry

Solution #2:
for Teachers and Counselors
per Teachers and Staff Survey:
Provide Professional Learning Opportunities in several
formats:
Training/ In-service/ Seminar/Focus group meetings: by
grade level, book study, discussion, article review
Online reading resources- links to websites and emailed
literature
Offer to imbed this into the teachers classroom setting and
model how they can address this issue with students.

How this Solution is Aimed at

Enhancing Student Learning
This solution will enhance student learning as teachers
learn strategies and skills to help guide their students in
addressing their social and emotional needs. By positively
impacting their social well being.. (this will allow them to
reach their full learning potential in academic areas)

Also, as supported by Fullan, We need to start at the

classroom, reconstructing the problem and the solution as
one of embedding personalization, precision, and teacher
learning into the daily experiences of students and
educators. (2006) Breakthrough. Corwin Press. CA.

Research that Supports this Solution

Around the nation we are seeing a new recognition
that social and emotional factors markedly affect
academic engagement, achievement, and educational
attainment in the adolescent years. (2014)Cervone, B.
and Cushman, K. Integrating Social-Emotional
Learning Into High School. p. 1. Education Week.
Academic, social, and emotional learning are deeply
mutual. In turn, we need learning standards that treat
SEL (Social and Emotional Learning) as integral to the
curriculum; Illinois, for example, includes standards
for SEL development in its state learning standards. p.
3. Cervone and Cushman.

How this Solution Should be

Communicated to the Stakeholders
I shared this solution with the Director of the Office
for Exceptional Children and discussed how this might
be communicated to teachers and staff.
She suggested that I may be able to give a presentation
during staff meetings as to findings and ideas to address
this issue. She also requested for me to help her to provide
online resources in one central location. Also, consider
developing an online course via Moodle. She supported my
idea of providing a book study by grade level: elementary,
middle school, and high school.

Goals Based on this Solution

Teachers/ Counselors of children who are identified as
gifted will gain a deeper understanding of their social
and emotional needs and how to best nurture them.

Accomplishing this Solution

Resources Needed
Books and literature on the Social and Emotional
Needs of Children Who are Gifted.
Assistance from the Director of the Office for
Exceptional Children and/or principals with logistics:
getting training/meetings on the calendar.

Alignment of the Solution with the Curriculum

Teacher-preparation programs must equip new teachers
with the core competencies necessary to foster social and
emotional learning. They need guidance in creating the
safe, respectful, motivating, and engaging classrooms in
which young minds and characters can develop.Cervone
and Cushman. p. 3.

Suggested Strategies for Counseling and Meeting the

Social and Emotional Needs of Gifted Children,
Professional: training programs for regular and gifted
teachers, counselors, and coordinators. (2002) the Social
and Emotional Development of Gifted Children. What Do
we Know? A Service Publication of the National Association
for Gifted Children. P. 254-255. Prufrock Press, Inc.

Aligning Instruction: Benefit to Gifted Students

Our five study schools demonstrate the power of SEL
to enrich student learning, aspiration, and
encouragement across the entire spectrum of
students. Cervone & Cushman.

Support Needed to Implement this Solution

I will need the support of the Director of the Office for
Exceptional Children and principals to provide an
initial presentation to the teachers about survey
results and how I would like to proceed in meeting this
need. I will need them to include me on their agenda,
either during staff meetings or during a breakout
session of PD.

Process for Selecting and Aligning

Instructional Materials with this Solution
Book source:
Helping Gifted Children Soar. A Practical Guide for
Parents and Teachers, 2nd edition. 2011. Great Potential
Press, Inc. AZ.

Impact of Solution on
Scope and Sequence for Instruction
Begin with professional learning FOR the teachers.
Eventually, encourage them to provide resources to
their students:
Modeling to help imbed instruction which includes
SEL.

Professional Development
(PD is the Solution)
Training on Nurturing the Social and Emotional Needs

of Gifted
Activities- brief overview and intro during staff
meetings. Focus groups.
Schedules- discuss with Dir. OEC and/or principals
Timelines- discuss with Dir. OEC and/or principals
Resources Needed- books and literature
Evaluating Growth
Gaining new knowledge- exit cards
Implementing into practice- surveys

Monitoring the Solution

Teachers will complete an exit slip to be able to give
feedback on each weekly session/ or PD session.
Teachers will discuss strategies that they used from the
prior weeks discussion to positively impact social and
emotional needs of their children.
They will also complete an evaluation/ survey of the
program after the final session.

Supervision Practices/Instructional Coaching

In working in partnership with the Dir. of OEC, we will
gather resources collectively which we will place in one
central location where teachers/staff can locate
literature on the topic of meeting the social and
emotional needs of children who are gifted. We will
also create a moodle course whereby teachers/staff can
access on the topic. They will be able to complete the
course at their own pace, we will be able to engage in
discussion, and gather feedback from strategies they
have selected to try in their classrooms. I will also
make myself available if they would like to have me
physically model a strategy and/or offer a video
tutorial of the strategy being demonstrated.

Curriculum Evaluation
Evaluating Growth
Gaining new knowledge- exit cards
Implementing into practice- surveys

Research and Data that Provide the

Basis for Solution #3
The Research:
Gifted learners must be provided with affective curriculum
(in addition to differentiated guidance and counseling
services). Exemplary standards- A well defined and
implemented curriculum scope and sequence containing
personal/ social awareness and adjustment, (academic
planning, and vocational and career awareness) should be
provided to gifted learners. (2002)Delisle, J., and
Galbraith, J. When Gifted Kids Dont Have All the Answers.
How to Meet their Social and Emotional Needs. p. 101.free
spirit Publishing.

The Data
19/90 Surveys from Children Who are Identified as Gifted
in the Area of Superior Cognitive Ability, in grades 4-8:

I think a special group or club would be good at school so

we can interact with other gifted children.
Form a gifted kid support group led by a guidance
counselor or gifted teacher.
The program that I went through really helped. I loved it,
and was being challenged. The other kids and I really grew
close through the gifted program.

Data continued
Top topics of interest
1.Stress
2.Perfectionism
3.Frustration
4.Pressure
5.Sibling Rivalry

Solution #3 for Children who are

Identified as Gifted in the area of
Superior Cognitive Ability
In response to their own ideas as a result of 19 returned
surveys:
- Special group/support group (Bibliotherapy)
-Clubs/extra-curriculars/field trip/opportunities out of
school

Also, my idea: Consider developing a mentorship/

internship program

Research that Supports this Solution

The best way to support gifted and talented students,
is to help assemble a gifted cohort group. Youth
symphony orchestras, high-level Saturday and summer
programs, special classes, debate teams, intellectual
and creative teams, and gifted-peer discussion groups
help young people to value their talent and build
constructive self-concepts and identities. (2002)
Niehart, M.; Reis, S.; Robinson, N. ; Moon, S. the
Social and Emotional Development of Gifted Children.
What Do We Know? p. 17. NAGC Prufrock Press, Inc.
TX.

How this Solution is Aimed at

Enhancing Student Learning
Support for the impact on learning by meeting the
social and emotional needs of children who are Gifted
This solution will enhance student learning as children
learn strategies and skills to help them address their
social and emotional needs. By positively impacting
their social well being..

Research that Supports this Solution

Teach the child to better understand his or her nature
and anticipate how to react to events and
circumstances in his or her life. Part of this
understanding may be accomplished through
personality and interest inventories. (2011)Cross, T. L.
on the Social and Emotional Lives of Gifted Children,
fourth edition. P. 77.Prufrock Press, Inc. TX.

Communication of Solution
to the Stakeholders
I shared this with the Director of the Office for Exceptional
Children to gain her insight.

With the new service model for students in grades 4-5, the
hopes are for the new Gifted Intervention Specialist to be
able to address the social and emotional needs of gifted
students in his/her class.
I will plan to network with the new teacher and share
ideas/ resources and assistance.

Goals Based on this Solution

Children who are identified as gifted will gain a deeper
understanding of their social and emotional needs and
how to best address them, both proactively and
reactively.

Accomplishing this Solution

Activities- Special group/support group
(Bibliotherapy)
-Clubs/extra-curriculars/field trip/opportunities out
of school
Mentorship/ Internship
Schedules- TBD
Timelimes- TBD

Resources Needed
Cost
Acceptance- Get stakeholders on board

Volunteers- chaperones for field trips

Materials- books
Time- discuss with Dir. of OEC

Space- facility location

Transportation

Other considerations-

Alignment of Solution with the

Gifted Operating Standards
-

Gifted services may include the following:

Mentorships
Internships with businesses, nonprofit organizations, and
arts organizations
Oral, written, and artistic expression
Methods to stimulate high level thought, including critical
thinking, divergent thinking, abstract thinking, logical
reasoning, and problem solving.
Guidance designed to meet the social and emotional needs
of gifted children, including making academic and career
choices

Alignment of Solution with

the Districts Educational Goals
TSW use creative and critical thinking skills for
problem solving
TWS apply the creative problem solving process
TSW demonstrate appropriate decision making skills
TSW actively participate in group activities
(2014) District Procedures for the Identification of and
Services for Students Who are Gifted.

Aligning Instruction: Benefit to Gifted Students

Aligning Instruction of this solution to the other two
will benefit gifted students, as stakeholders of parents,
teachers and staff and the children themselves will
learn how to best nurture and deal with the social and
emotional needs of children who are gifted.

Support Needed
to Implement this Solution
I will need the support of the Dir. of OEC and/or the
building principals in scheduling if any sessions are
provided at their schools.
If this becomes a program that I can offer out of the
county office then it will be more on me to pull it off.
In that case, I will need the support of the principals to
help me get the word out about programs being
offered.

Process for Selecting and Aligning

Instructional Materials with this Solution
As this is a work in progress, I will need to continue to
dialogue with the Dir. of OEC to continue exploration
of avenues for establishing mentorships, internships,
and special support groups/ clubs/ seminars for gifted
children.

Impact of Solution on
Scope and Sequence for Instruction
As this is a work in progress, how it impacts scope and
sequence for instruction, is yet to be determined. I
discussed the idea of the mentorship/ internship
program being offered to middle school and high
school students through Credit Flexibility. We are in
the dialogue level of implementation. So this still
needs to be developed.

Basis/Need for Providing Enrichment

Targeted Students

Instructional Strategies Used for Enrichment

Monitoring the Solution

Exit slips
Survey
Final evaluations

Supervision Practices/ Instructional Coaching

These ideas are new for me, as I have not implemented
them before. So, I will want to continue dialogue with
the Dir. of OEC so we can continue to work as partners
in creating this reality for the students.

Curriculum Evaluation
How will school community members know if and
when the solution has been realized?
Students, Families, Teachers/ Staff:
I will want to follow up, perhaps annually, with surveys
to gain insight as to whether the stakeholders have
sensed improvement in this area.
To be successful, instructional coaches, must engage in
what Fenwick refers to as, constancy of purpose.
Using this inquiry-based project format, I was able to
maintain a clear focus and respond to the input of
many stakeholders as well as utilize their many
creative ideas.

Personal Reflection
What have I learned about myself as an instructional leader? I have been
affirmed in my involvement as an instructional coach, though not officially my
title. For years, I have sought to provide professional learning by using a similar
method described in Jim Knights Instructional Coaching.(2007). Corwin Press.
CA. Though we may have considered it team teaching, in essence, because I
was the one bringing the new learning to the teacher and his/her students by
modeling and having the teacher shadow my approach with the students, it
was in fact instructional coaching.
What are my strengths? Flexibility. Adaptability. Responsiveness. I am
receptive to using thoughts, opinions, and ideas of others to create a win-win
situation for the students, staff, and parents.
What challenges will I face? My work can be very difficult at times as I work out
of the Geauga County Educational Service Center, as the Gifted Coordinator
serving the seven public school districts in the county. Each school district has
a person who serves as my contact person. Each of these people has a primary
role in their district. Three of them are Directors of Special Education, one of
whom is also Director of Curriculum; one is the Director of Curriculum,
Instruction, and Technology; two are principals; and one is a high school
Guidance Counselor. Each of these people have varying levels of knowledge of
gifted education, from one who has a licensure as a Gifted Intervention
Specialist, to one who claims to know nothing about gifted education, and
everything in between. As everyone is busy in their primary areas of focus
within their districts, it is sometimes difficult to schedule meetings, individual
and group. Primarily, these people work as a clearinghouse who determine my
level of involvement in their district. So developing a partnership is critical to
my success to impact learning in their districts.

Personal
Reflection
continued
Any surprises along the way? One surprise is based on the survey monkey that I

had offered to teachers/staff in grades 4-8. A Gifted Intervention Specialist at

the middle school recommended that I extend the survey monkey to the entire
district. I decided not to do that at this point but to follow up with that idea
later. I spoke to the Dir. of OEC and she confirmed that may be worthwhile to
pursue.
Another surprise, was the receptiveness of stakeholders to take the time to
respond to my surveys.
Another surprise was the information shared with me on the day of my
scheduled meeting with my contact person, about the new service model
which will be in place for students identified as gifted in grades 4 and 5. This
change will impact my recommendations, especially for my 3rd solution, for the
students in these grades. I will need to adapt to these changes. I was also
surprised by the willingness of my contact to give up more than an hour of her
time to allow me to review this project with her. I was also surprised by the
extent to which the meeting became a mutual working session as she extended
ideas and suggestions as I looked toward her for her expertise and assistance in
carrying out the solutions. Also, based on new feedback, I will continue to need
to be responsive and make adjustments to two of my solutions. Our work
together reminded me of the partnership approach which Knight says that
Instructional Coaches adopt with teachers. In this case, the partnership
approach became very apparent between the two of us. It is also reflective in as
Knight says that This approach is built around the core principles of equality,
choice, voice, dialogue, reflection, praxis, and reciprocity. p. 24 Also, this
mutual teamwork is reflected in what Knight says, When we treat others as
partners, more often than not, they open themselves up to us as collaborators,
as partners, and frequently, as friends. p. 78

Personal Reflection continued

What role do I want to play in the implementation of
the proposed solutions? My primary role will be that of
consultant/ collaborator as I further develop these
solutions with the assistance of my stakeholders,
especially parents, children, and teachers/staff.
Solution #1- My role will be that of facilitator.
Solution #2- My role may be that of provider of
information.
Solution #3- My role will be that of consultant/
collaborator.

References
Bambrick-Santoyo, Paul. (2010) Driven by Data. A
Practical Guide to Improve Instruction. Jossey-Bass. CA.
Cervone, B. and Cushman, K. (2014) Integrating SocialEmotional Learning into High School.
Cross, Tracy L., Ph.D. (2011) on the Social and Emotional
Lives of Gifted Children, Fourth Edition. Prufrock Press Inc.,
TX.
Delisle, James and Galbraith, Judy. When Gifted Kids Dont
Have All the Answers. How to Meet Their Social and
Emotional Needs. 2002. free spirit Publishing.
Devries, Arlene R. and Webb, James T., Ph.D.
(2007).Gifted Parent Groups: The SENG Model, 2nd Edition.
Great Potential Press. AZ.

References continued
Downey, Carolyn J; Steffy, Betty E; Poston, William K. , Jr;
English, Fenwick W. (2009). 50 Ways to Close the
Achievement Gap, 3rd Edition.Corwin Press. CA.
Fullan, Michael; Hill, Peter; and Crevola, Carmel.
(2006).Breakthrough.Corwin Press. CA.
Knight, Jim. Instructional Coaching. A Partnership
Approach to Improving Instruction. 2007. Corwin Press.
CA.
National Association for Gifted Children.
Siegel-Green, A. primary contact for this project. (2014)
Webb, James. T. Ph.D., Gore, Janet L., Amend, Edward R.,
Devries, Arlene R. (2007). A Parents Guide to Gifted
Children. Great Potential Press. AZ.

References continued
Parents, teachers/staff and children of Chardon Local

School District. (2014) Survey Responses on Meeting

the Social and Emotional Needs of Children Identified
as Gifted in Chardon Local Schools.